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Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

Much work has shown that social isolation has lasting negative effects on adult social interactions, but less is known about precisely how and why isolation alters social behaviour. One way isolation may alter social behaviour is by interfering with the development of effective communication. Here, we test how social isolation influences individual recognition, a key aspect of social communication in Polistes fuscatus paper wasps. Polistes fuscatus reared in a typical social environment learn and remember the unique faces of conspecifics during social interactions. Typical P. fuscatus use individual face recognition to minimize conflict and stabilize social interactions. As wasps are adept face learners, they also readily learn to discriminate between wasp face images during training. Here, we show that social isolation had dramatic effects on recognition. We isolated wasps for 6 days after eclosion from pupation, then tested them for face recognition in social and nonsocial contexts. Isolated wasps did not learn and remember other individuals during social interactions. Furthermore, isolated wasps did not learn to discriminate between wasp face images during training. Therefore, social experience with conspecifics is essential for the development of individual recognition and face learning in paper wasps. Many aspects of wasp behaviour develop rapidly with little experience required. However, complex social interactions like individual recognition require social experience with conspecifics. • Wasps usually excel at using facial patterns to individually identify other wasps. • Social isolation during rearing interfered with individual recognition. • Isolated wasps did not learn unique faces during training or social interactions. • Social isolation interferes with wasp communication and social competence. [ABSTRACT FROM AUTHOR]

The Red Suitcase project offers a practical example of Robyn Ewing’s concepts, outlined in her key article in the February edition of Literacy Learning: the Middle Years. An extra-curricular creative writing offering, the workshop provided young writers opportunity to hone their writers’ craft while being immersed in the creative process. [ABSTRACT FROM AUTHOR]

Since postgraduate supervision remains a grey area for many academics following several hydra perspectives and interpretations, the paper examines how postgraduate supervision is an approach to learning, unlearning, and relearning. The study is entrenched within James and Baldwin's framework on good practice in postgraduate supervision to discuss what the concept should entail from the viewpoint of the researcher, while there is also a constant recourse to relevant literature. The paper addresses the fuzzy nature of supervision through an autoethnographic research. It discusses how supervision at the postgraduate level should not merely involve guiding a student to graduation, but an avenue for the supervisor to also learn, unlearn, and relearn academic concepts, methods, and approaches. The study contends that postgraduate supervision should not only be a stage for building new knowledge through postgraduate students' research, but it should also be a stage for knowledge improvement, knowledge advancement, knowledge re-evaluation, knowledge cross-pollination, and knowledge transfer. It is in so doing that the learning, unlearning, and relearning nature of postgraduate supervision can indeed come to fruition.

Relates the authors' experience of using paper as a means of learning in preschool children. Primary goal in working with young children; Details of the planning stage in which they were searching for new ways to promote the overall development for each child; Description of the paper room created for the toddlers; Lessons learned.

Although most teachers believe that "students should write at least one in-depth paper during high school," the independent research paper is disappearing from high school curricula in the face of two competing pressures: the need to prepare for high-stakes tests and student "senioritis." In many high schools, the senior year has become "a blow-off time," and too many students leave high school without knowledge of how to conduct research or write an in-depth analytical paper. This article presents the results of a study that investigated the benefits that students perceive in conducting an independent history research project in their senior year of high school. The study asked: What do students conducting historical research and analysis say they learn from working on these projects? One purpose of this research is to determine whether students recognize a unique benefit associated with the independent research above and beyond the benefits they perceive from an otherwise rigorous curriculum. (Contains 1 table and 12 notes.)

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification's effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. [ABSTRACT FROM AUTHOR]

There is a dream, among mathematics educators, for a common direction that would unite teachers, policy makers and researchers, with researchers collaborating to accumulate knowledge and thus contribute to the understanding and improvement of school practice. But this dream becomes less and less realistic in view of the tendency of mathematics education to multiply and diversify its epistemological foundations, theoretical approaches, methodologies and research questions. In response to concerns and challenges, mathematics educators started engaging in "meta-studies" such as attempts at outlining a definition of the domain, more or less comprehensive syntheses of research approaches and theories, comparison of theories, and analyses of articles published in leading journals and conference proceedings over the past 10 or more years. The author decided to take a more empirical approach and have a good look at a more or less "random sample" of papers, in the sense that they were not specially selected to represent this or that issue, theme, theoretical perspective or mathematical topic. In reading the reports, the author had several questions in mind. In this article, the author will initially give an overview of the results from this empirical study, and then elaborate a little more on one particular issue (namely, task problematization). She will give examples of task problematization from the 55 PME papers, but she shall also go beyond the sample and speak more broadly on various approaches to this kind of work, known to her from other publications.

This study aims to analyze the learning needs of students in writing scientific papers. This type of research is a qualitative study using descriptive analysis methods. Participants used in this study were 38 students and 4 lecturers who taught writing scientific papers. Students and lecturers are spread across 4 universities in West Sumatra, Indonesia. Data in this study were obtained from tests, questionnaires, and interview guidelines. Data is collected by providing material tests for writing scientific papers. Next, give a questionnaire to write scientific papers to students. Finally, conducting interviews with students and lecturers related to learning needs in writing scientific papers. Data were analyzed using content analysis methods. The results showed that based on the point of view of teaching materials, the learning needs of students in writing scientific papers are the main ingredients of systematic writing in scientific articles, examples of scientific articles, references relating to scientific papers. From the point of view of the learning model, the learning needs of students in writing scientific papers are fun learning, providing freedom, motivation, imagination, creativity, logical thinking, direct practice, and lecturer guidance. From the point of view of evaluating learning, the learning needs of students in writing scientific papers are direct evaluations in facing obstacles to learning and evaluations that are carried out together. Therefore, students have various needs in writing scientific papers. [ABSTRACT FROM AUTHOR]

Physical manipulatives (PMs) are concrete objects used during hands-on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary-school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre-primary and primary-age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4-6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high-or middle-income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands-on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks. [ABSTRACT FROM AUTHOR]

The paper of Barber, Donnelly & Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead” addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general. Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se. In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms. In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006). We need a fresh approach and new skills to survive the revolution ahead. We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.

This paper overviews an assortment of recent research work undertaken on recommender system models based on using multiple views of user and item-related data across the recommendation process. A summary of representative literature on multi-view recommender approaches is provided, describing their main characteristics, such as: their potential to overcome most common shortcomings in conventional recommender systems, as well as the use of data science, learning techniques and aggregation processes to combine information stemming from multiple views. A tabular summary is provided to facilitate the comparison of the similarities and differences among the surveyed works, along with commonly identified directions for future research in the topic. [ABSTRACT FROM AUTHOR]

The faculty clinical practice model provides dedicated time for nursing lecturers and educators in a university school of nursing to work with supervision in the clinical environments for an agreed amount of time each year. Allowing academics to partake in faculty clinical practice this way has been shown to update skills and retain clinical competency. Some nursing and midwifery academics believe it is essential to remain clinically current and up-to-date with professional issues in the clinical environments, whereas other academics believe reading current research maintains clinical competency. This discussion paper will explore the authors' own experiences of faculty clinical practice as an opportunity to enhance their learning. Narrative accounts of time spent in the clinical areas being expressed as invaluable as it allowed the authors to become part of the health professional team, refine clinical skills, gain clinical confidence, and share knowledge. This, in turn, impacted upon the academic's teaching style as well as redefined it by introducing incidents and stories from their experience. It has been concluded by the authors that faculty clinical practice allows academics to increase confidence, encourage leadership skills, and improve their teaching abilities in their clinical area of expertise. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers' pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students' work, and engaging with other teachers in their respective schools.

TELearn 2009 has successfully attracted over 91 submissions, from 4 continents, 11 countries. Half of the submissions came from the outside of Taiwan, which indicates TELearn has become a truly international event. This year, TELearn accept 18 full papers, the acceptance rate of full papers is less than 20%. From the 18 full papers, 5 best papers from Japan, Taiwan, USA, Finland and South Africa were included in this special issue to contribute the understanding of social computing in e-learning and raise potential questions which will require reflection.

The concept of intellectual need, which proposes that learning is the result of students wrestling with a problem that is unsolvable by their current knowledge, has been used in instructional design for many years. However, prior research has not described a way to empirically determine whether, and to what extent, students experience intellectual need. In this paper, we present a methodology for identifying students' intellectual need and report the results of a study that investigated students' reactions to intellectual need-provoking tasks in first-semester calculus classes. We also explore the relationship between intellectual need, affective need, and students' learning. Although the overall percentage of students who reported experiencing an intellectual need was low, we found positive associations between intellectual need and learning.

This paper is an examination of the way mathematics, and STEM, arises through stories of teaching and learning on, with, and alongside "Land." It emerges from research, undertaken in different Nations (Cree, Dene, Métis, Mi'kmaw, Naskapi, Canada), that considers what locally meaningful K-12 STEM teaching and learning might look like in Indigenous contexts. The paper reflects our research process. Each story is followed by a conversation that surfaces elements of how mathematics, language, learning, and different ways of knowing, being, and doing circulate together and emerge in relation to "Land" and all relations living within it. We frame the work in ethical relationality to open a space where Indigenous and Western knowledges might co-exist, attending to ongoing tensions in the work between ways of knowing, being, and doing of different people and peoples/nations, between perspectives and experiences of indigenous and non-indigenous participants, between languages, while still creating spaces where we might move closer together through iterative processes of collective learning. This exploration provides insight into how and when we might remember that mathematics has spirit, how quantity and pattern live in various contexts, when numbers might be inadequate for a context, and how all these ideas can meaningfully inform mathematics teaching and learning via relationships between language, mathematics and learners. We seek a mathematics that resists abstraction as extraction and instead lives and enspirits teaching and learning through relationships.

Purpose: This paper presents findings from a qualitative study of healthcare professionals' practice, where learning is taking place when a digital artefact is implemented for identification of patients' cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice? Design/methodology/approach: Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data. Findings: Professionals' knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice. Originality/value: This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.

Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods study involving 55 New Zealand primary school teachers are reported here. Drawing on this study, this paper presents teachers' experiences on how they got to know these children as individuals. Teachers reflected on how they sought the children's own voices to better understand the implications of their illnesses for living and learning. The paper presents teachers' experiences on how they embraced the opportunity for their own professional learning and development, and for some teachers, the joys of working with these inspirational children. The themes 'don't stress', 'learn everything you can', and 'work as a team' are presented. This paper argues that teaching a child living with a chronic illness is a privilege. It is an opportunity for teachers to develop knowledge and skills that will benefit their practice with all children.